Service Learning Toolbox

8/10/2019 Service Learning Toolbox

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Northwest Regional Educational Laboratory

101 SW Main Street, Suite 500

Portland, Oregon 97204

SERVICE LEARNING TOOLBOX:

WORK PAGES AND CHECKLISTS TO HELP YOU

GET STARTED AND KEEP YOU GOING

Elke Geiger

Rural Education Program



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SERVICE LEARNING TOOLBOX:

WORK PAGES AND CHECKLISTS TO HELP YOU

GET STARTED AND TO KEEP YOU GOING

Each project is unique to the needs of the community. The purpose of these work pages is to helpyou clarify your goals and keep track of project details. You will need to figure out specifics onyour own. You may or may not need to utilize each section of these work pages. You possiblywill want to add to the sections to make them meaningful for your unique context, since these arenot comprehensive. These work pages are divided into four key areas:

1. Preparation (Project Identification and Planning)

2. Action

3. Formal Evaluation

4. Online Resources

Success in developing something new takes time and practice. Reflecting, and keeping goodnotes as the project proceeds, will assist you with evaluating the process and its outcome.

PREPARATION

Preparation for a Service-Learning Project consists of two parts: project identification and planning.

PROJECT IDENTIFICATION

Consider this first step as a needs assessment to determine what kinds of service will benefit thecommunity and what skills your students can learn in this context.

Brainstorming a Project: Community Needs

Finding a meaningful and useful project may require some investigation. Are there communitygroups that could use a helping hand? What are some niches in your community that needdevelopment? Brainstorm with your students about possibilities. They could be aware of additional resources! The following people may have needs or ideas about possible projects.They also could have resources available, including assistance, sponsorship, or expertise.

• Business people

• Personal contacts

• Community groups

•

Public agencies (forest service, library)

Who is your community partner? Your school? Another organization? To what extent will the partner work with you? Establish these mutual expectations early in the process.



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List your ideas for projects here. This is a great opportunity for you and your students to discussthe possibilities and weigh the merits of each. Projects that are not selected may be exploredanother time (either as spin-offs or parts to an ongoing series of service-learning projects)? ____________________________________ ____________________________________

____________________________________ ____________________________________

____________________________________ ____________________________________ ____________________________________ ____________________________________

____________________________________ ____________________________________

PLANNING

The following checklist provides an overview of the main considerations for planning your project. Your project may or may not require all these considerations. Description, in further detail, for each consideration follows in alphabetical order.

Done Considerations

Budget Requirements Celebration and Demonstration Curriculum and Assessment Goals and Objectives Liability Issues Media Coverage Participant Roles Scheduling Structure Supervision Timeline Training Transportation Prepare for Reflection



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Budget

Service learning does not need to be costly; however, sometimes funds are required for materialsor transportation. What parts of the project require funds?

AREA REQUIRING FUNDING ESTIMATED COST

$

$$

TOTAL $

Sources of funding include:

• Community partner sponsorships

• Grants1

• Business sponsorships

• Fundraising

Celebration/DemonstrationCelebrating the accomplishments of your project is important, as it allows students to step back and see what they’ve achieved. Considerations:

What will you demonstrate or exhibit?

• Presentation of concepts learned during the project and how they relate

to the service

• Demonstration of the service or “product”

• Possibilities for further service-learning

•

Who will be invited to the celebration? Any outside guests?

•

Parents• Community partner

• Students and teachers from other classes

• Local news media

• District level staff

• Chamber of Commerce or business leaders

1 These require advance planning. Visit Learn & Serve America’s Web site from more information:http://www.cns.gov/learn/resources/index.html.



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Curriculum for the Project

Service-learning will provide an alternative context for your existing curriculum. There is norecipe, since each project is unique. However, including the following in the development of thelearning opportunities should provide a rich learning experience:

•

Activities that stimulate the acquisition and application of course concepts and skills• Promotion of high levels of thinking and the construction of knowledge

• Communicate of information and ideas, both directed and random

• Assessments that are integrated with instruction

Develop multiple methods for students to demonstrate their successes. Assignments that studentscomplete for course credit may include:

• Journals kept for the entire service-learning process

• Oral presentations and/or demonstrations

• Essays

•

Products developed for the project, or photos of them• Diagrams that map out solutions to the defined problem

• Research papers on relevant background information

• Students self-evaluations (see Formal Evaluation section)

Include several of these items in a portfolio for students to use during the reflection process.

Developing your project curriculum in line with your goals and objectives (see the next section)increases your chances for success. It is paramount to involve students in this process to give

them ownership of the project.



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Goals and Objectives

Tying project goals to specific outcomes of the project is one of the most important steps of the planning process. Whether you start with a service idea and seek learning objectives to match, or vice versa, it is useful to clearly develop goals for both. Again, it is paramount to involve

students in this process to give them ownership of the project.

First, define where the project falls on the service-learning map in Figure 1. Consider the levelsof both service and learning outcomes of the project. Some projects may have high levels of onecontinuum but do not have much of the other. For example, students may be studying a localwatershed (high learning), but they do not assist in its needed restoration (low service); such a project falls into quadrant III. Likewise, some projects may have high levels of service but do notconsider an academic component (quadrant II).

Aim for the top right quadrant, IV, which will provide participants with a good balance of learning and service.

Figure 1.

I II

III IV

High Service Low Service

Low Learning

High Learning



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Your overall goals can be outlined as follows:

SERVICE

GOALS

LEARNING GOALS

(KNOWLEDGE, SKILLS AND ABILITIES)

Benefits to students: _____________________

______________________________________ ______________________________________

Benefits to the school or community partner: ______________________________________ ______________________________________ ______________________________________

Students will know:

______________________________________ ______________________________________ Students will understand: ______________________________________ ______________________________________ Students will be able to: ______________________________________ ______________________________________

Learning Needs Assessment

What do your students need to learn, and how can it be linked to the project? Organize this by breaking down the learning goals into specific objectives that are clearly linked to your students’curricular objectives so outcomes are clear. The U.S. Department of Labor (1991) SCANS

2

Report offers a framework that integrates well with the principles of service learning. It includesfive competencies and a three-part foundation that span both service and learning. (Note thatyour project may or may not lend itself to these competencies. You may also have fewer thanthree objectives for each one.)

FIVE COMPETENCIES1. Resources: Identifies, organizes, plans and allocates2. Interpersonal: Works with others

3.

Information: Acquires and uses information4. Systems: Understands complex interrelationships5. Technology: Works with a variety of technologies

THREE-PART FOUNDATION1. Basic Skills: Reads, writes, performs math, listens and speaks2. Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes,

knows how to learn and reasons3. Personal Qualities: Displays responsibility, self-esteem, sociability, self-management,

and integrity and honesty.

Use the tables on the following pages to establish student learning objectives and their connections to curriculum and/or state/local standards. Post these on large sheets for your

students to use in reflection and evaluation of the project as it progresses. Students appreciateknowing exactly how they will be assessed.

2 More information on the Secretary’s Commission on Achieving Necessary Skills (SCANS) can be found online athttp://wdr.doleta.gov/SCANS.



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Why write out the objectives?

1. It can assist you with your learning needs assessment.2. Clear objectives guide the evaluation of project outcomes (see Formal Evaluation

section).

3.

Tracking the objectives is very useful if you are using grant funds for the project; itfacilitates the reporting process and increases the likelihood that you will be refunded.

Finally, look at what students know already, and what they’ll need to know:

1. Define students’ prior knowledge, skills and abilities (KSAs) and determine whatadditional KSAs they will need beforehand to be successful in carrying out the project; and

2. Determine the KSAs that students will gain while completing the project. Will theygain these “on the job” (OTJ) or in class? How do these match curriculum/standards?



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Competency Objective Correspo

Resources 1.1:____________________________________________

1.2:____________________________________________

1.3:____________________________________________

Interpersonal 2.1:____________________________________________

2.2:____________________________________________

2.3:____________________________________________

Information 3.1:____________________________________________

3.2:____________________________________________

3.3:____________________________________________

Systems 4.1:____________________________________________

4.2:____________________________________________

4.3:____________________________________________

Technology 5.1:____________________________________________

5.2:____________________________________________

5.3:____________________________________________

An example objective for systems competency for an environmental science service learning project might be, “Students willunderstanding the positive effects of stream log jams on fish habitat.”



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Foundation Objective Correspo

Basic Skills6.1:____________________________________________

6.2:____________________________________________

6.3:____________________________________________

Thinking skills7.1:____________________________________________

7.2:____________________________________________

7.3:____________________________________________

*

Personal Qualities8.1:____________________________________________

8.2:____________________________________________

8.3:____________________________________________

*

*Your state or district may or may not have curriculum in personal qualities or thinking skills.



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Liability

Talk with your school administrator about all liability requirements. Some of these include:

• Permission slips, releases for all minor participants

• Drivers insurance for those providing transportation

•

Site/agency insurance for community partners• Emergency binder to take with you to community sites (with student home contact

information)

MediaWill you involve the local newspaper or television station in recording the project at all? Ideasinclude:

• Coverage during and after the project is in action

• Letters to the editor describing your students’ accomplishments



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Participant Roles

Roles of participants may differ from those in a traditional classroom setting. These multipleroles include but aren’t limited to the following:

Participant Multiple Roles

Student •

planners• risk takers

•

collaborators

• independent workers

• valuable contributors

Teacher • facilitator

• community resource expert

• public relations director

• architect of safety

• leader

• mentor

Community partner

•

teacher

• leader

• supervisor

• information source

• mentor

Volunteer • facilitator

• extra support

• information source

• mentor

See the Training section for more on exploring and making the most of these roles.

Scheduling

How much time will you need for each component of the project? Do you need blocks of time?If you teach high school, you may need to combine efforts with other teachers/classes (seeStructure section). Plan each session carefully to make sure the time of your students’ and of your community partner is well spent. Align your needs with your Timeline (see Timelinesection).



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Structure

How will you implement the project into your class(es)? How many teachers are involved? Howdoes this effect scheduling? Is this project a stand-alone? Or is it part of a larger project?

Supervision

The ideal number of students for each adult varies with the age range of the students, complexityand difficulty of the project, and the service site. What is the student to teacher ratio? Is thissufficient to carry out the goals of the project?

TimelineMap out the timeline for the project. Include start and end dates, onsite activities and anyclassroom instruction or reflections related to the project. Projects that involve frequent site visitsand/or are relatively intensive may be more difficult to pinpoint.

TrainingPreservice training is a good idea for all participants. It gives participants a better understandingof expectations and procedures, and may alert you to other needs.

PARTICIPANT GENERAL TRAINING NEEDS

Students • Effective communication

• Problem solving

• Base knowledge required

• Cooperation and collaboration

• Appreciation for community and diversity

• Safety and workplace rules

•

Understanding expectations of community members• Philosophy and methodology

• Base skills/knowledge (see Goals section)

Community Partner andVolunteers

Expectation for student learning (include SCANS info) Expectations for student service Evaluation strategies

• Where to go for help with challenges with students

• Philosophy and methodology

• Mentorship3

3 For more information on mentoring visit the National Mentoring Center Web site atwww.nwrel.org/mentoring/research.html.



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Tailor the general training needs to your project. Training can take place in the classroom, onsite, or in smaller meeting spaces, if appropriate. It can be formal or informal.

A preliminary meeting for all participants to meet, prior to starting the project, is also advised;students may prepare questions or concerns in advance.

Transportation

Does the service project take place outside of the school? If yes, how will you get there?

Options: school bus, public transportation, walking (if close by), volunteers (see Liabilitysection).

Reflection

What are strong points in the service learning project?__________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

What needs more development? What are some possible solutions? _______________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________



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ACTION

Go for it! Review your plans for each session to keep on track with goals, reflect on progress and

problems, and continue striving for solutions. General questions to consider during the action phase:

• Is the timeline realistic?

• Have unseen needs arisen? Involve students in finding solutions. (Such reflection can

assist in modifying the project, as in the case of “Fish to Goats,” see Appendix 1).

• How are students feeling about the process?

• How are community partners feeling about the process?

• How can you maintain/strengthen the connection between service and learning?

Reflection and Evaluation During the Project

Reflection can be written, oral, or large group dialogue. It can be a self-evaluation done bystudents or evaluation of the project by the group. Suggested questions for reflection:

What kinds of things are we doing? How do our actions match our goals andobjectives (both as a group and as individuals; refer to posted goals and objectives)?

• Do they match our expectations? If not, should we revise expectations? Or the project?

• Are leaders emerging? Who?

• What is the most difficult part? The most rewarding?

• What is your main contribution?

• Did we miss something in our planning? What?

•

What kind of skills and/or knowledge do we need to make this project a success?• What have you learned?

• How have we helped solve the problem that is the basis of the service component of

this project?

• Are there any other needs arising that might be a good second project?

More questions are available at www.fiu.edu/~time4chg/Library/reflect.html, Reflection: Getting

Learning Out of Serving.

http://www.fiu.edu/~time4chg/Library/reflect.html

http://www.fiu.edu/~time4chg/Library/reflect.html



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FORMAL EVALUATION

The formal evaluation process can be broken down into three major areas: student learning,student service, and student experience. Evaluation is crucial in order to assess the success of the project and also give feedback for improvement in future projects.

1. Assessing your Students’ Learning

Linking your assessment of the service and learning components to your earlier goals andobjectives will give you the best picture for both summative and formative (for future projects)evaluations. It also eliminates surprises for students, provided that you have included them in theentire development process (see Goals and Objective section).

There are several ways to evaluate the success of the program. Using rubrics allows you toclearly link outcomes to objectives. Students, teachers and community partners can use these toevaluate the process as a whole, the project outcomes, or individuals (e.g., self-evaluation or teachers evaluating students). Students may also want to evaluate the community partner on

willingness to work with them in positive ways.

An example of using rubrics for each participant is given below. Scoring occurs on a high-to-lowscale. Scales can measure performance, satisfaction, learning, etc. Scales should be clearly statedat the top of each rubric.

It is essential if you are going to use rubrics that you also include a section for written commentsso that students and the community partner have a chance to express additional thoughts or torefer to a tangible outcome (e.g., an assignment for the project; see Curriculum section).

Check one for each objective.4=Outstanding; 3=Very well; 2=Satisfactory; 1=Needs Improvement

Objective 4 3 2 1 Comments

1.1…

1.2…

1.3…

Assignments or portfolios that are submitted for course credit can be evaluated in accordancewith your normal procedures.

2. Assessing Your Students’ Service

Design an instrument to collect information from your community partner. You may want to ask about:

• Perceptions of students’ willingness to participate

• The extent to which students met expectations

Share and discuss the information you receive with your students.



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3. Assessing the Experience for Students

Design an instrument to collect information on your students’ attitudes about the project. Youmay ask them:

• What do they think they learned?

•

What do they think they contributed to the community?• What are their attitudes about service learning? Have they changed?

• Do they have any other ideas for projects?

•

What is their perception of the community partner and their involvement?



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ONLINE RESOURCES

Northwest Regional Educational Laboratory’s Learn and Serve Project www.nwrel.org/ruraled/learnserve/index.html

This site is designed to provide contact information, highlight rural schools with service-learning programs, and provide links to local and national service-learning resources. Itincludes links to the Northwest Rural Learn & Serve Network and information onupcoming grants.

The Solutions Primer

www.shs-solutions.netThe Solutions Web pages provide examples of successes and failures experienced by oneschool in Shelley, Idaho.

Corporation for National Service

www.cns.gov/index.htmlThe Corporation for National Service (CNS) is a federal agency that works with stategovernments and community organizations to provide opportunities for Americans of allages to serve through Americorps, Learn and Serve, and National Senior Service Corps programs.

Learn & Serve America

www.cns.gov/learn/index.htmlLearn & Serve America is one of the "streams of service" administered by theCorporation for National Service. Learn and Serve America offers grants for service-learning programs in institutions of higher education, K-12 schools, and community based organizations. The Web site hosts resources, materials, employment and internshipopportunities, and news.

Close Up Foundation's Service Learning Quarterlywww.closeup.org/servlern.htm

The Close Up Foundation's Service Learning Quarterly is a web-based resource for educators. The resources include three project plans that incorporate service intostandards-based curriculum. The plans address issues such as tolerance of culturaldiversity, prevention of cruelty to animals, and service for senior citizens. The disciplinesaddressed by the projects include English, Social Studies, History, Science, and Art.Additional project plans are included each quarter.

Learn and Serve America Exchangewww.lsaexchange.org

If you need assistance implementing service–learning programs, have questions, or simply want to speak with someone who has "been there," you can utilize the Exchangeas a resource.

http://www.nwrel.org/ruraled/learnserve/index.html

http://www.shs-solutions.net/

http://www.cns.gov/index.html

http://www.cns.gov/learn/index.html

http://www.closeup.org/servlern.htm


http://www.lsaexchange.org/

http://www.lsaexchange.org/



http://www.cns.gov/learn/index.html

http://www.cns.gov/index.html

http://www.shs-solutions.net/

http://www.nwrel.org/ruraled/learnserve/index.html



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Learn, Serve and Surf

www.edb.utexas.edu/servicelearning/index.htmlThe Learn, Serve and Surf Web site is project completed by a master's degree student inthe Instructional Technology Program, of the University of Texas at Austin. It showcases

some of the most effective, educationally sound, service-learning resources and tools onthe Internet.

Learning In Deed www.learningindeed.org

Learning In Deed is an initiative which aims to make service-learning—a teachingstrategy that integrates service to others with classroom instruction—a part of every K-12student's experience. The Web site offers information geared toward policymakers,educators and students, researchers, service-learning leaders, and members of the media.The initiative is sponsored by the W.K. Kellogg Foundation.

LEARNS www.nwrel.org/learns/index.htmlLinking Education and America Reads through National Service (LEARNS) is a partnership of the following organizations: Northwest Regional Educational Laboratory(NWREL), Southern Regional Council (SRC), Bank Street College of Education (BSC).LEARNS provides training and technical assistance to America Reads and other Corporation for National Service projects focused on literacy and education.

National Service-Learning C learinghousewww.servicelearning.org/

The Learn & Serve America National Service-Learning Clearinghouse is acomprehensive information system that focuses on all dimensions of service-learning,covering kindergarten through higher education and school-based as well as community- based initiatives. The Center of the Clearinghouse is located at the University of Minnesota, Department of Work, Community and Family Education, with collaborationfrom a consortium of 12 other institutions and organizations.

National Service Resource Center www.etr.org/nsrc

The National Service Resource Center (NSRC) is a training and technical assistance provider to programs funded by the Corporation for National Service. NSRC is your one– stop shopping destination for information specific to community service programs.

http://www.edb.utexas.edu/servicelearning/index.html

http://www.learningindeed.org/


http://www.nwrel.org/learns/index.html

http://www.servicelearning.org/


http://www.etr.org/nsrc


http://www.etr.org/nsrc

http://www.nwrel.org/learns/index.html



http://www.edb.utexas.edu/servicelearning/index.html



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National Youth Leadership Council

www.nylc.orgThe National Youth Leadership Council's mission is to engage young people in their communities and schools through innovation in learning, service, leadership, and public policy. As one of America's most prominent advocates of service-learning and youth

service, the NYLC is at the forefront of efforts to reform education and guide youth-oriented public policy.

Project Service Leadershipwww.pie.wednet.edu/sl/psl_index.html

Project Service Leadership (PSL) is committed to improving the quality of our schoolsand communities by tapping the talents and energy of youth. It assists Pacific Northwestschools in integrating service into their curriculum and assessment programs. PSL acts asa clearinghouse for publications and curriculum models and provides professionaldevelopment and training for educators, students and community members.

Secretary’s Commission on Achieving Necessary Skills (SCANS)http://wdr.doleta.gov/SCANSProvides valuable information for individuals and organizations involved in educationand workforce development.

Service Learning Archive

http://csf.colorado.edu/sl/index.htmlThe Service Learning Archive is an online collection of resources and a discussion listcreated by Communications for a Sustainable Future at the University of Colorado.

http://www.nylc.org/

http://www.pie.wednet.edu/sl/psl_index.html

http://wdr.deolta.gov/SCANS

http://csf.colorado.edu/sl/index.html




http://wdr.deolta.gov/SCANS

http://www.pie.wednet.edu/sl/psl_index.html

http://www.nylc.org/



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Appendix 1: Fish to Goats

A team of Solutions students began working on a project to help increase the numbers of Yellowstone Cutthroat trout in local streams. Through a combination of research and trial and

error, the students developed some very successful in-stream incubation techniques. As theyworked on the project, they realized that there were many factors contributing to the decliningnumbers of trout. They realized that hatching lots of eggs wouldn’t help unless they dealt withsome of the other factors contributing to the problem.

Student research found that one contributing factor was weed infestation. Noxious weeds werecrowding out the native grasses. When it rained, the weeds were not able to hold the topsoil aswell as the native grasses and the streams filled with sediment. So, what began as a fish hatching project developed into a noxious weed elimination project. Further research indicated that weedscould be eradicated using a type of Cashmere goat. At that point the weed project developed intoa goat project. Students began experimenting to see if goats would eat the weeds. The goats were

so good at eradicating the weeds that students began further research to discover what could bedone with goat by-products such as the meat, fleece, and hides. Then the goat project developedinto a spinning and weaving project involving natural fibers. Currently, students are learninghow to spin and weave, and have made scarves out of the Cashmere.

Contact Person: Mike Winston, Shelley High School, 570 West Fir St., Shelley, ID 83274.

Documents

Service Learning Toolbox